ABSTRACT

Research Findings: Universal screening is the first stage in identifying students at risk for reading difficulties within a Response to Intervention model. However, there is a lack of validated screening tools for assessing reading abilities in first-grade students from Spain. This pilot study examines the technical adequacy, classification accuracy, and best predictors within a set of curriculum-based measures (CBMs) in Spanish. A sample of 178 first graders from urban and peripheral areas of Santa Cruz de Tenerife (the Canary Islands, Spain) was assessed in the fall, winter, and spring. Receiver operating characteristic curves and logistic regression models were conducted to evaluate the predictive validity of each CBM and their composite score. In addition, students’ learning growth on each CBM was analyzed using hierarchical linear models. Although results suggested that most of the CBMs had adequate reliability and validity throughout first grade and were able to detect students’ growth, some measures showed low reliability and validity coefficients. Practice or Policy: Some of the studied CBMs could potentially be used as universal screening to early detect reading difficulties in this population. A two-stage gated screening procedure is proposed for future research and practical implementation using oral reading fluency in the first step.

摘要

研究成果：通用筛选是在干预响应模型中识别有阅读困难风险的学生的第一阶段。然而，缺乏经过验证的筛选工具来评估西班牙一年级学生的阅读能力。这项试点研究检查了西班牙语中一组基于课程的措施 (CBM) 中的技术充分性、分类准确性和最佳预测指标。在秋季、冬季和春季对来自 Santa Cruz de Tenerife（西班牙加那利群岛）城市和周边地区的 178 名一年级学生的样本进行了评估。采用受试者工作特征曲线和逻辑回归模型来评估每个 CBM 的预测有效性及其综合评分。此外，使用分层线性模型分析学生在每个 CBM 上的学习增长。实践或政策：一些研究过的 CBM 可能被用作通用筛查，以及早发现该人群的阅读困难。为未来的研究和实际实施提出了一个两阶段的门控筛选程序，第一步使用口语阅读流利度。